Mentoring in Nursing - Springer Publishing

1: mentoring: the evolvement of a network of mentors 17
different needs depending on what stage they are experiencing. This
can be compounded if the mentor and the mentee are of the same culture
but are in different stages of the identity model. This is where the
mentor will need to role model well regarding the importance for a
mentee to find or develop his or her own style and not conform to the
style of another. It is important to be aware of the issue of cultural diversity,
and to try to use the developmental framework already noted or a
similar model to educate both the mentor and mentee, so appropriate
networking and advisement can be ensured. If a structured mentoring
program is in effect, it is helpful to have opportunities to involve culturally
diverse individuals so as to maximize networking with others.
Schwiebert (2000) indicates there are not enough mentors for all
who seek one, especially for culturally diverse individuals. She points
out that there are many mentors who practice alterity, which is the perpetuation
of a monocultural concept of mentoring. It is when one person
truly believes that anyone outside his or her own culture is strange
or inferior, and so feels that he or she should set the standards for all
people. This would obviously thwart mentoring success for many individuals,
especially those from minority groups. It is not known if pairing
mentor and mentee with a similar cultural background has the
optimum outcome. Depending on the awareness of the mentor, there
could be serious misunderstandings transferred to the mentee, which
can often result from insensitivity and ignorance (Schwiebert, 2000).
The question remains: If no culturally similar mentor can be found
for a mentee, is it better to have no mentor or one from a different culture?
Further research on transcultural mentoring is necessary in all
disciplines.
Peers, peer pals, co-mentors, and buddies are terms given for collaborative
mentoring relationships between peers. These groups of colleagues
are generally noncompetitive and are willing to network with
each other to accomplish mutually agreed-on goals.
Daloz (1999) describes an individual’s education as a transformational
journey affected by mentor guides who model, offer a map,
conceptualize, and provide a mirror. He correlates mentoring with
teaching in that few teachers ever have the privilege of following a
student through the entire journey but instead tend to accompany students
along some parts of their journeys.
Miller (2002) describes various examples of co-mentoring, interning,
role modeling, and coaching. He presents two case studies depicting
mentoring with Deloitte and Touche and Merrill Lynch’s Scholarship
Builder Program. He believes that mentoring in the business world is
seen as important as work experience in an employee’s career development
and that it will continue to be appreciated even if a mentor